The Secret Crisis in American Elementary Reading Instruction: The Debunked 'Three-Cueing' System
This article exposes a long-standing problem in American elementary reading instruction: the widely used 'three-cueing' system. This method, which teaches children to guess words using pictures, grammar, and context, has been debunked by cognitive science. Research shows skilled readers rely on quick and accurate word recognition, while three-cueing hinders this development by encouraging guessing. The article uses a mother's personal experience and extensive research to argue for a shift away from this outdated approach and towards scientifically-backed phonics instruction, ensuring children develop true reading proficiency. The consequence of this flawed system is a shocking number of children who struggle to read, impacting their overall development and future prospects.
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